DEP 3054: The Psychology of Human Development
Summer B, 2000

 

Dr. David F. Bjorklund Teaching Assistant: Jennifer Harms
Office: Bio. Science, 105-B Office: Bio. Science, 105-G
Telephone: 297-3367 Telephone: 297-2270
e-mail: DBjorklund@fau.edu e-mail: jhdegree@aol.com
Web page: http://www.psy.fau.edu/chez/dfb/
Office hours: MWF 10:30-11:30 and by appointment Office hours: M 9:00 – 1:00

 

Texts:
Sigelman, C. K. (1999). Lifespan human development. (3rd Edition). Pacific Grove, CA: Brooks/Cole.
Course Objectives: The major aims of this course are to acquaint the student with the general concepts of lifespan developmental psychology and to familiarize the student with the normal patterns of human development. Students' abilities to apply developmental concepts and their knowledge of development will be evaluated via objective and essay exams. Homework assignments will involve writing short summaries of papers or videos, or other related assignments, and will constitute 20% of the final course grade. Homework passed in late will receive reduced credit.
Tentative Exam Schedule (80% of final grade):
Midterm Exam: Monday, July 17
Final Exam: Wednesday, August 9

 

Tentative Course Outline

I. Understanding Development

A. Introduction to the study of development, Chapter 1.
B. The transactional model of development, Chapter 2.
II. The Biological Bases of Development, Chapters 3, 4, & 5.

A. Mechanisms of heredity.
B. Prenatal development and birth.
C. Physical and motor development.
III. Cognitive Development

A. Perceptual development from birth through old age, Chapter, 6.
B. Piaget's and Vygotsky’s theories, Chapter 7, pp. 170-190.
C. Mechanisms of learning, Chapter 2, pp. 37-40; Chapter 8, pp. 208-212.
D. Information processing approaches to cognitive development, Chapter 8, pp. 212-231.
E. Language development, Chapter 7, pp. 190-201.
IV. Experience and Intelligence, Chapter 9.

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Midterm Exam, Monday, July 17
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V. Personality and Social Development

A. Self-concept, personality, and emotions, Chapter 10.
B. Gender development, sex differences, and the development of sexuality, Chapter 11.
C. Social Cognition and Moral Development, Chapter 12.
D. Becoming a social being, Chapter 13.
E. The Family, Chapter 14.

VI. Achievement, Chapter 15.
VII. Death and Dying, Chapter 17.

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Final Exam, Wednesday, August 9
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THE PSYCHOLOGY OF HUMAN DEVELOPMENT

DEP 4054 Summer B, 2000
Dr. David F. Bjorklund

Study Questions for First Exam

1. Discuss the transactional model as it relates to human development.

2. Explain and discuss the various methods of empirical research in developmental psychology.

3. Discuss chromosomal abnormalities associated with the "sex" chromosomes. How do these abnormalities come about? How are sex-linked (specifically, X-linked) characteristics transmitted?

4. Trace the course of prenatal development from conception to birth. In what ways can development be altered between the time of conception and birth?

5. Discuss age changes in physical growth. How do developmental differences in physical growth (other than brain development) influence psychological development?

6. Discuss the development of the brain and the concept of plasticity as it relates to brain growth both in early development and in middle and old age.

7. Infants, particularly newborns, have traditionally been viewed as being dumb, passive creatures, oblivious to the world around them. To what extent can infants (from birth to 1 year) process environmental stimuli (i.e., what are the perceptual, learning, and memory capabilities of infants)?

8. What are the basic assumptions and principals of Piaget's theory?

9. Describe the characteristics of children's thinking in each of Piaget's four major periods.

10. To what extent are humans biologically prepared to learn language? Is there a critical period for acquiring language?

11. Discuss the development of basic information-processing abilities (e.g., capacity, speed of processing, working memory) over childhood and into adulthood and old age. What aspects of information-processing change most drastically with aging and which do not?

12. Discuss individual differences in intelligence as measured by IQ scores. To what extent do IQs scores reflect important differences in intelligence among people?

Provide empirical evidence for your answers

 

 The Psychology of Human Development (DEP 3054)

Summer B, 2000
Dr. David F. Bjorklund

First Homework Assignment (Due, Friday, July 7)

Cohort Effects

Interview three people, one each in the following age range:

18-25 years
40-55 years
70 years or older

Question: What public, historical (not personal) event in your life time has affected you the most, and how has it affected you?

Provide demographic information for each participant: e.g., age, sex, occupation, country/state/city of origin, and anything else that might be relevant.

Provide a summary of each person's account, using quotes where appropriate. Provide a brief (one paragraph) conclusion, in which you evaluate the similarities and differences in the three peoples' accounts and how growing up at different times in history may influence development.